During the initial stages of instructed L2 acquisition students learn a couple thousand, mainly high frequency words. Functional language proficiency, however, requires mastery of a considerably larger number of words. It is therefore necessary at the intermediate and advanced stages of language acquisition to learn a large vocabulary in a short period of time. There is not enough time to copy the natural (largely incidental) L1 word acquisition process. Incidental acquisition of the words is only possible up to a point, because, on account of their low frequency, they do not occur often enough in the L2 learning material.
Acquisition of new words from authentic L2 reading texts by means of strategies such as contextual deduction is also not a solution for a number of reasons. There appears to be no alternative to intentional learning of a great many new words in a relatively short period of time. The words to be learned may be presented in isolation or in context. Presentation in bilingual word lists seems an attractive shortcut because it takes less time than contextual presentation and yields excellent short term results. Long term retention, however, is often disappointing so contextual presentation seems advisable.
Any suggestions on how to implement this in pedagogic contexts should be based on a systematic analysis of the two most important aspects of the L2 word learning problem, that is to say, selecting the relevant vocabulary (which and how many words) and creating optimal conditions for the acquisition process. This article sets out to describe a computer assisted word acquisition programme (CAVOCA) which tries to do precisely this: the programme operationalizes current theoretical thinking about word acquisition, and its contents are based on a systematic inventory of the vocabulary relevant for the target group. To establish its efficiency, the programme was contrasted in a number of experimental settings with a paired associated method of learning new words. The experimental results suggest that an approach combining the two methods is most advisable.
36. From what the author said in Paragraph 1, we can infer that ______.
37. One of the most effective ways to master a larger number of vocabulary for a comparatively long lime may fall on ______.
38. What does the word “pedagogic” in Paragraph 3 mean?
39. According to the third paragraph, the CAVOCA programme aims to ______.
40. The best title of this passage should be ______.
问题1选项
A.L2 students should make full use of incidental acquisition of the words to enlarge their vocabulary
B.advanced students should master at least a couple thousand high frequency words
C.advanced students should acquire a larger number of words so as to improve their functional language competence
D.it is impossible for L2 students to master a larger number of words in a short time
问题2选项
A.presentation in bilingual word lists
B.contextual presentation
C.presentation in isolation
D.attractive presentation
问题3选项
A.of teaching
B.practical
C.following
D.difficult
问题4选项
A.select the relevant vocabulary
B.create optimal conditions
C.bring current theoretical thinking about word acquisition to a better use
D.find out the best approach to enlarge L2 students’ vocabulary
问题5选项
A.Computer Assisted Second Language Vocabulary Acquisition
B.An Abstract of Computer Assisted Second Language Vocabulary Acquisition
C.A Systematic Approach to Improve Vocabulary Acquisition
D.An Abstract of Systematic Approach to Improve Vocabulary Acquisition
第1题:C
第2题:B
第3题:A
第4题:C
第5题:D
第1题:
36.【选项释义】
36. From what the author said in Paragraph 1, we can infer that ______. 36. 从作者在第一段所说的，我们可以推断______。
A. L2 students should make full use of incidental acquisition of the words to enlarge their vocabulary A. 第二语言学生应充分利用词汇的偶然习得来扩大词汇量
B. advanced students should master at least a couple thousand high frequency words B. 高级学生应该掌握至少两千个高频词汇
C. advanced students should acquire a larger number of words so as to improve their functional language competence C. 高级学生应掌握大量的词汇，以提高其功能语言能力
D. it is impossible for L2 students to master a larger number of words in a short time D. 第二语言的学生不可能在短时间内掌握大量的单词
【考查点】推理判断题。
【解题思路】定位至文章第一段，从第二句“功能语言熟练需要掌握大量的单词”，以及第三句“因此，在语言习得的中高级阶段，有必要在短时间内学习大量的词汇”，可知，中高级学生在语言习得阶段，必须掌握大量的词汇，而功能语言也需要掌握大量单词；综合理解可推断，中高级学生应该掌握大量的词汇来提高功能语言能力。因此，该题选择C项正确。
【干扰项排除】
A选项定位第一段最后一句“偶然习得这些单词只有在一定程度上是可能的，因为它们出现的频率很低”，可推断A项“第二语言学生应充分利用词汇的偶然习得来扩大词汇量”是错误的，反向干扰；
B选项在文中只是提到“学习大量词汇”，“高级学生应该掌握至少两千个高频词汇”中的具体数字无法从文中推断，无中生有；
D选项“第二语言的学生不可能在短时间内掌握大量的单词”中的impossible使用太绝对，而且也与原文相反，反向干扰。
第2题:
37.【选项释义】
37. One of the most effective ways to master a larger number of vocabulary for a comparatively long lime may fall on ______. 37. 在较长时间内掌握大量词汇最有效的方法之一可能是______。
A. presentation in bilingual word lists A. 使用双语单词表
B. contextual presentation B. 情境呈现
C. presentation in isolation C. 孤立地呈现
D. attractive presentation D. 吸引人的表达方式
【考查点】事实细节题。
【解题思路】第二段主要描述的是学习词汇的各种方法及其可行性，根据第二段最后一句“……情境呈现似乎是可取的（contextual presentation seems advisable）”，综合理解可知，contextual presentation（情境呈现）在掌握大量词汇上是可行的。因此，该题选择B项正确。
【干扰项排除】
A选项定位至第二段最后两句“用双语单词列表展示似乎是一个很有吸引力的捷径，因为它比情境呈现花费的时间更少，而且能产生优秀的短期效果。然而，长期留存率往往令人失望……”，从最后一句的however转折可知，“使用双语单词表”不是一个有效的办法，该项反向干扰；
C选项“孤立地呈现”虽然在第二段有提到，但是并没有讲述它是否是一个有效的办法，该项曲解原文；
D选项“吸引人的表达方式”没有提及，无中生有。
第3题:
38.【选项释义】
38. What does the word “pedagogic” in Paragraph 3 mean? 38. 第三段中的“pedagogic”是什么意思？
A. of teaching A. 教学的
B. practical B. 实际的
C. following C. 接着的
D. difficult D. 困难的
【考查点】词义推测题。
【解题思路】根据关键词pedagogic定位至第三段第一句“任何关于如何在pedagogic情境中（in pedagogic contexts）实施这一方法的建议，都应以第二语言词汇学习问题的两个极其重要的方面进行系统性地分析为基础”，其中pedagogic是修饰contexts（情境）；这一句是对上一段的衔接，上一段是讨论了各种单词习得的方法，最后得出“情境呈现（contextual presentation）似乎是可取的”，而与情境呈现相关的是教学，所以推测pedagogic指“教学的”的意思。故该题选择A项正确。
【干扰项排除】B选项“实际的”、C选项“接着的”和D选项“困难的”属于曲解原文。
第4题:
39.【选项释义】
39. According to the third paragraph, the CAVOCA programme aims to ______. 39. 根据第三段，CAVOCA计划的目标是______。
A. select the relevant vocabulary A. 选择适中的词汇量
B. create optimal conditions B. 创造最佳条件
C. bring current theoretical thinking about word acquisition to a better use C. 使当前关于词汇习得的理论思维得到更好的应用
D. find out the best approach to enlarge L2 students’ vocabulary D. 找出扩大第二语言学生词汇量的最佳方法
【考查点】推理判断题。
【解题思路】首先定位至文章第三段，第二句对CAVOCA有描述“本文主要介绍一种努力实现这一想法的计算机辅助单词学习软件（CAVOCA），其操作原理就是单词学习的现行理论，内容就是一个系统的目录，涵盖了那些学习对象需要的词汇”，其中“这一想法”指的是第一句提到的“确定较为适中的词汇量（哪些以及有多少单词）并制定学习过程中的最优条件”，综合理解可知，CAVOCA的目的就是实现“选择适中的词汇量”和“创造最佳条件”这两种方法，而这两种属于单词习得的现行理论。综上所述，可以推断出CAVOCA计划的目标是使当前这两种词汇习得理论思维得以应用。故该题选择C项正确。
【干扰项排除】
A选项“选择适中的词汇量”和B选项“创造最佳条件”都不全面，以偏概全；
D选项“找出扩大第二语言学生词汇量的最佳方法”表述不正确，CAVOCA计划是使词汇习得的两种理论办法成为可行，而不是“找出办法”，该项曲解原文。
第5题:
40.【选项释义】
40. The best title of this passage should be ______. 40. 这篇文章最好的标题应该是______。
A. Computer Assisted Second Language Vocabulary Acquisition A. 计算机辅助第二语言词汇习得
B. An Abstract of Computer Assisted Second Language Vocabulary Acquisition B. 计算机辅助第二语言词汇习得研究摘要
C. A Systematic Approach to Improve Vocabulary Acquisition C. 提高词汇习得的系统方法
D. An Abstract of Systematic Approach to Improve Vocabulary Acquisition D. 提高词汇习得的系统方法摘要
【考查点】主旨大意题。
【解题思路】首先，定位首段和末段的核心句，首段第三句“在语言习得的中高级阶段，有必要在短时间内学习大量的词汇”，以及末段最后一句“实验结果表明，两种方法相结合的方法是最合适的”，可知该篇文章讲述的是提高词汇习得的方法；另外第二段对学习词汇的有效办法进行了详细的描述，所以文章的主旨就是“提高词汇习得的方法”。根据第三段第二句“本文（This article sets out to）描述了一个计算机辅助词汇习得程序……”，可知，这篇文章是在介绍另外一篇文章，所以推断这是一篇文章的摘要。综合理解可知，D选项“提高词汇习得的系统方法摘要”最适合文章标题。
【干扰项排除】
A选项“计算机辅助第二语言词汇习得”和B选项“计算机辅助第二语言词汇习得研究摘要”概括不全面，以偏概全；
C选项“提高词汇习得的系统方法”对文章体裁表述不正确，曲解原文。
